教学过程是一种复合活动,这种“复合”性表现在它把学习的主要途径定义为“教学是各动态因素之间的互动”。当我们片面地把教学理解为“师生双边活动的过程”时,却冷落了合作学习中最具潜力的“互动”——“生生互动”。在现存的英语课堂教学中,互动主要存在着四个方面的偏差:一是形式单调,多师生间互动,少生生间互动。二是内容偏颇,多认知互动,少情意互动和行为互动。三是深度不够,多浅层次互动,少深层次互动。四是互动频繁,多形式,少内容。这些偏差已不同程度地影响了初中英语的教学效果,因此笔者结合自己的教学实践,就如何在初中 The teaching process is a kind of compound activity, which is characterized by that it defines the main way of learning as “teaching is the interaction between various dynamic factors”. When we unilaterally understand teaching as “the process of bilateral activities between teachers and students,” we neglect the most potential “interaction” - “interaction” in cooperative learning. In the existing English classroom teaching, there are mainly four deviations in interaction: one is monotonous form, the other is multi-teacher-student interaction, and the less is interaction. Second, the content is biased, more cognitive interaction, less emotional interaction and behavioral interaction. Third, the depth is not enough, how many levels of interaction, less deep-level interaction. Fourth, frequent interaction, multi-form, less content. These deviations have affected the junior high school English teaching to varying degrees, so I combine my own teaching practice,